关注学生学的教师课堂教学自评量表的编制  

The Making of Self-evaluation Scale of Classroom Teaching with the Focus on Students’ Learning

作　　者：于晓波[1] 李臣之[1] 孙薇 

机构地区：[1]深圳大学师范学院

出　　处：《教师教育学报》2014年第2期70-77,共8页Journal of Teacher Education

基　　金：全国教育科学规划课题“构建发达城市义务教育阶段学校办学水平评估体系研究之学校自评过程与方法研究”(FHB110004),项目负责人:李臣之;深圳市教育科学“十二五”规划重点课题“‘人学’视界的教师继续教育课程开发之个案研究(FHB130001),项目负责人:李臣之

摘　　要：教师自我评价是教师专业发展的重要途径，注重学生学的教师课堂教学自评是基础教育课程改革的发展趋势。对深圳市9所中小学的550名教师进行了调查，并对调查结果进行了探索性和验证性因素分析，提出教师课堂教学自评由教师教学、学生学习、教学效果3个因子构成，模型结构得以验证。结果显示：（1）中小学教师课堂教学自评存在高估现象。（2）男性教师和女性教师的课堂教学自评分数不存在显著差异；文科教师和理科教师自评分数基本相同，差异不显著；专科学历和本科学历教师自评亦不存在显著差异。（3）不同职称和不同年级段教师的课堂教学自评存在显著差异。研究结果为深人开展教师课堂教学自评提供有益启示。Teachers＇ self-evaluation is an important way of teachers＇ professional development. The self-evaluation of classroom teaching with the focus students＇ learning is the trend against the back- ground of curriculum reform in basic education. The study carried out a survey on 550 teachers from nine primary and secondary schools in Shenzhen. In order to verify the questionnaire, exploratory factor analysis and confirmatory factor analysis were conducted to test the convergent and discriminate validity of the instrument. The self-evaluation consists of three factors, namely teachers＇ teaching, students＇ learning and teaching effect, which were validated by structural model. The findings from the survey are as follows. First, there are overestimation problems in classroom teaching self-evaluation. Second, there is no difference in terms of gender, major and qualifications, but significant difference in terms of technical title and grade. The findings provide the beneficial enlightenment of the development study of teachers＇ classroom teaching self-evaluation.

关 键 词：学生学 课堂教学 自我评价 自评量表 因素分析 

分 类 号：G451[文化科学—教育学] G40-058.1[文化科学—教育技术学]